Research at The Institute expands the theoretical and conceptual knowledge base in the field of gifted education and provides an expanded basis for practical applications in educating gifted children.
Identifying Potential Giftedness in Young Children
We're in the final stages of analyzing data for an initial study on a play-based model for identifying young gifted children.
This empirical study is expected to directly impact the overall field of gifted education by filling a significant gap in the current literature related to the identification of young gifted children. Currently, little research directly addresses either identification or programming for young gifted students.
As preschool and prekindergarten education continues to grow, particularly in public school settings, there is an increased need for early recognition and understanding of the unique needs of the young gifted child. Early anecdotal research and previous historical studies have examined the importance of early educational experiences and environmental conditions in the development of potential.
Longitudinal Study of Ricks Center Alumni
This longitudinal qualitative study is designed to capture gifted individuals in various stages of their lives.
The purpose of the study is to distinguish whether the gifted characteristics that were present when they were young students is evident in their adulthood through academic, personal and career choices.
Overexcitabilities and Classroom Strategies for Young Gifted Children
The purpose of this study is to illuminate the classroom environment of young gifted children, specifically focusing on the teaching strategies that are utilized to foster a positive environment that attends to the overexcitabilities.
While intensity and overexcitability are recognizable in gifted children and young people, adults are often more hesitant to acknowledge these characteristics and sensitivities.
Dabrowski's overexcitabilities—including intellectual, emotional, imaginational, sensual and psychomotor—have become a lens through which giftedness is recognized. When these intensities are present in families, what occurs within the family dynamic and across generations? How is parenting impacted? How are grandparent/child relationships affected?
This study will explore, examine and identify patterns of multi-generational overexcitability. All descriptive work will be grounded in Dabrowski's theory, and it will provide context for understanding both personal and family growth and development.
Bringing together the research and thinking of experts in the field of gifted education, The Institute's monographs provide focused information relating to current topics and issues in the education and development of gifted children. New volumes are produced approximately every two years.